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All Journal Indonesian Journal of Contemporary Education Eureka: Journal of Educational Research Indonesian Educational Research Journal
Meher, Venkateswar
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Assessing Impact of Metacognitive Interventions on Academic Achievement of Higher Secondary School Students in Education Meher, Venkateswar; Baral, Rajashree; Bhuyan, Sanjukta
Indonesian Educational Research Journal Vol. 1 No. 3 (2024): Education system and implementation to improve various skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i3.27

Abstract

The present study investigates the impact of metacognitive interventions on the academic achievement of higher secondary school students in education. The study used a quasi-experimental design where two different Govt. aided higher secondary schools were selected randomly from the Sambalpur locality. The treatment was assigned randomly, where the students of the experimental group were taught using metacognitive interventions i.e., thinking aloud, brainstorming, concept mapping, and self-assessment, and the students of the control group were taught by following the traditional approach. Achievement test in Education subjects was constructed and used.  The total number of 79 samples were taken into account (experimental group = 41, control group = 38) for experimentation. The collected data was analyzed with the help of Analysis of Covariance. The results of the study revealed a significant positive impact of metacognitive interventions on the academic achievement of higher secondary school students in Education with reference to contributors of educators, learning and motivation, and current issues in education. There was no significant interaction effect among strategy of teaching, gender, and caste on academic achievement of students in Education. The present study has implications for policymakers, principals, teachers, parents, and students.
Digital divide among college teachers: Assessing faculty’s information and communication technology access Meher, Venkateswar; Sahu, Tushar Kanta
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.44

Abstract

The study highlighted the digital divide as not only a technological divide but also a socio-cultural divide. In the present study, we examined the digital divide of college teachers through ICT access by taking demographic variables like gender, locality, age, teaching experience, academic streams, and type of colleges. We selected approximately 158 college teachers from the Bargarh district of Odisha, covering government, aided, and private colleges, as participants for the study. We collected primary data on ICT access among college teachers to study the digital divide. The digital divide among college teachers was examined with reference to ICT access, physical access, motivational access, skill access, and usage access. In the present study, about 43.67% of teachers had high ICT access, while about 56.33% of teachers had low ICT access. Physical access and usage access of urban college teachers were significantly higher than those of rural teachers. ICT access, physical access, skill access, and usage access among college teachers below the average age were significantly higher than among teachers above the average age. ICT access and skill access of college teachers with below-average teaching experience were significantly higher than the teachers having above-average teaching experience. College teachers in commerce streams had higher physical access to ICT. ICT access among private college teachers was significantly higher as compared to government and aided colleges. From the results, it can be inferred that demographic variables were responsible for the digital divide among college teachers to some extent.
Academic Self-Efficacy and Academic Performance among Undergraduate Students in Relation to Gender and Streams of Education Bhati, Khageswar; Baral, Rajashree; Meher, Venkateswar
Indonesian Journal of Contemporary Education Vol 4, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (568.104 KB) | DOI: 10.33122/ijoce.v4i2.35

Abstract

In the study, an attempt has been made to investigate academic self-efficacy and academic performance of undergraduate students in relation to gender and streams of education. The subjects of the study consisted of 120 undergraduate boys and girls enrolled in the Arts, Commerce, and Science streams of education. Primary data were collected using an academic self-efficacy scale. The results revealed a significant positive relationship between the student’s academic self-efficacy and academic performance. The results also indicated a significant influence of academic self-efficacy on the academic achievement of students. Further, the results revealed that undergraduate students of the science stream were having high academic self-efficacy were having significantly higher academic performance as compared to others. The results of the study were discussed.
Co-Authors Baral, Rajashree Bhati, Khageswar Bhuyan, Sanjukta Sahu, Tushar Kanta